June 24, 2017
June 24, 2017
June 28, 2017
Computers in Education
It is common to see new classrooms being constructed or old ones renovated at universities across the U.S. However, there is a huge missing piece to the puzzle for these classroom projects and it is more than just money or funding. This paper will look at the first and second years of a multi-year, multi-phase project at [name removed], which has embarked upon the journey to build the classroom of the future.
Our discussions will include lessons learned the first year of the project from instructor and student input through focus groups, surveys, and classroom assessments. Additionally, we include second-year data from instructors who used the prototype classroom to teach various courses this past fall 2016 semester. First year results assert that the biggest obstacles to building the classroom of the future do not depend on the technology or the cost but on a much deeper understanding of the instructors’ teaching needs. We will look at how a divide between traditional information technology (IT) and faculty has created a huge misconception and misunderstanding of the needs in the classroom. The key to fixing the issue involves focusing on the basics of the design process itself and how something as simple as a light switch can make a world of difference in whether the classroom of the future meets with success or failure.
In an environment where the strategy may be to simply scale up classrooms by investing in new costly equipment and infrastructure, we may actually need to first scale classrooms down in order to solve simple design issues. Only then can we successfully scale them up to a standardized solution in terms of budget, usability, and technologies that can be replicated across campus. Our first-year findings will highlight the areas that seem to be the biggest overlooked concepts when designing for the classroom of the future on campuses today. Our second-year findings support the concept that designing a classroom in this scaled-down manner does have a positive effect on the teaching and learning.
Espinoza, P. A., & Pitcher, M. T., & Perez, O. A., & Gomez, H., & Anaya, R. H., & Lugo Nevarez, H. E., & Hemmitt, H., & Golding, P. (2017, June), Year 2: The Missing Piece to the Classroom of the Future - The Ability to Scale Down to Scale Up Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--29194
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015